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- Willermark, Sara, 1988-
(författare)
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Digital Didaktisk Design : Att utveckla undervisning i och för en digitaliserad skola
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.
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| 3. |
- Pareto, Lena, 1962-, et al.
(författare)
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A Teachable-Agent Arithmetic Game’s effects on Mathematics Understanding, Attitude and Self-Efficacy
- 2011
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Ingår i: AIED 2011, LNAI 6738. - Berlin, Heidelberg : Springer. ; , s. 247-255, s. 247-255, s. 247-255
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Konferensbidrag (refereegranskat)abstract
- A teachable-agent arithmetic game is presented and evaluated in terms of student performance, attitude and self-efficacy. An experimental pre-post study design was used, enrolling 153 3rd and 5th grade students in Sweden. The playing group showed significantly larger gains in math performance and self-efficacy beliefs, but not in general attitude towards math, than the control groups. The contributions in relation to previous work include a new educational game being evaluated, and an emphasis on self-efficacy in the study as a strong predictor of math achievements.
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| 4. |
- Pareto, Lena, 1962-, et al.
(författare)
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A teachable-agent-based game affording collaboration and competition : Evaluating math comprehension and motivation
- 2012
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Ingår i: Educational technology research and development. - : Springer Science and Business Media LLC. - 1042-1629 .- 1556-6501. ; 60:5, s. 723-751
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p < 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students' confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. © 2012 Association for Educational Communications and Technology.
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| 5. |
- Sjödén, Björn, et al.
(författare)
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Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents
- 2011
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Ingår i: AIED 2011 LNAI 6738. - Berlin, Heidelberg : Springer Berlin/Heidelberg. ; , s. 337-344, s. 337-344, s. 337-344
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Konferensbidrag (refereegranskat)abstract
- The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context – as provided by their TA – for performing well in a test situation.
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| 7. |
- Pareto, Lena, 1962-, et al.
(författare)
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TPACK in situ : A Design-based Approach Supporting Professional Development in Practice
- 2019
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Ingår i: Journal of educational computing research (Print). - : SAGE Publications. - 0735-6331 .- 1541-4140. ; 57:5, s. 1186-1226
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Tidskriftsartikel (refereegranskat)abstract
- Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.
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| 8. |
- Ekström, Sara
(författare)
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Teaching with social robots
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The school's digitalization is an ongoing process that brings new didactic opportunities, but also challenges. Social educational robots entail a complex teaching situation and affect the teacher's role, actions, and responsibilities in the classroom. Through observations in an authentic classroom context, this thesis aims to provide a nuanced and realistic picture of how teaching with social robots can unfold. Social educational robots have previously been explored in different educational contexts, but few studies shed light on the teacher role. Nor is it discussed what new aspects of digital competence become important when teaching with educational technologies that exhibit social behaviour. This thesis studies teacher actions and intended actions in a learning activity where a child collaborates with a social educational robot. In the activity, the robot is designed to act as a learning companion (tutee), the child acts as a teacher (tutor), and sometimes a few peers participate. The study is based on video observations of teachers' dialogues and behaviours in this learning activity, and a total of 25 hours of recorded video material has been analysed. The observations are supplemented with interviews, workshops, and questionnaires, where more teachers reflect on teaching with social robots.The result shows that social educational robots may contribute to relevant learning situations but also introduce new teacher roles, bringing additional challenges. The teacher's most prominent role in this learning activity is as an interaction mentor, in which the teacher assists the verbal and non-verbal interaction between the child and the robot, such as verbal communication fluency, explaining the robot's behaviour to the child, and maintaining attention.The result also identifies challenges that may emerge if social educational robots are used for teaching and learning. One of these challenges is due to the teacher relating to the robot as a didactic tool as well as a social actor, interchangeably. This duality causes conflicts in the teacher's actions, as the two perspectives call for different behaviours. The thesis also shows that using social educational robots entails new demands for adequate digital competence.
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| 9. |
- Gellerstedt, Martin, 1966-, et al.
(författare)
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The Goalkeeper : a tool for monitoring learning outcomes in PhD education
- 2015
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Ingår i: ICERI2015 Proceedings. - : IATED Academy. - 9788460826576 ; , s. 6223-6230
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Konferensbidrag (refereegranskat)abstract
- The journey from being a new Ph. D.-candidate towards passing the doctorate grade is often a bumpy road with both unexpected and complex challenges that has to be turned in to learning experiences that adds to progression. In this paper we describe the development and use of a tool (the Goalkeeper) designed to support, structure and visualize this journey. It is a tool for supervisors, doctorate students as well as people responsible for quality assurance of a doctorate education. Based on our experiences of having utilised the tool we argue that it is important that the implementation of such a tool is firmly grounded in a quality culture where support of progression and formative assessment dominate over summative assessment and control.
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| 10. |
- Ljungdahl Eriksson, Martin, 1982-
(författare)
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Space in the Space : Designing Sound Environments for the Shared Indoor Workspace
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The sound environment in shared indoor workspaces emerges through the interplay of physical layout, materials, technology, and social dynamics. These spaces are designed with specific purposes in mind, taking acoustics into account during construction. However, the true quality of the sound environment can only be assessed when these spaces are actively used. The perception of a shared indoor sound environment is not fixed or absolute but is influenced by individual perceptions, attitudes, and intentions.A significant challenge in designing shared indoor workspaces is thus to accommodate the diverse preferences of various users in a common area, a task complicated by the subjective experience of sound. Prior research has primarily focused on reducing unwanted noise through physical installations and assessing their effects, with the emphasis of sound environment management being the implementation of broad, global solutions that aim to cater to the majority. However, there has been minimal initiative toward proactively improving these complex environments while acknowledging the subjective and context-dependent nature of sound environments.This thesis suggests that the sound environment within a workspace ought to be perceived as a socio-technical system, wherein the design of such environments is a complex and 'wicked' problem. By adopting a design approach that introduces prototypes of an ambient sound environment system into the workspace, this study aims to explore whether various adaptations of the sound xi environment using this technical solution can improve perceived sound quality. The research endeavors to examine the practical use of sound as a design element within workplace settings. The study incorporates laboratory research, field tests in four different offices, and interviews with professionals in indoor environment design.The thesis presents a design program for shared indoor workplace sound environments, emphasizing the creation of pleasant, unnoticeable sound spaces that offer shielding from office disturbances, known as Space in the Space. It employs a 4E cognitive framework and views both sound, technology, and humans as design materials, aiming to craft a personalized and meaningful sound environment that balances noise reduction with qualitative sound aspects, enabling users to tailor their auditory space and collaborate in the design process. This inquiry explores the complex relationship between auditory comfort, personal preferences, and functionality in shared workspaces. The strong concept of 'Sound Users', is introduced as a view that emphasizes the interactive relationship between users and sound environments. Individuals are not just passive receivers of sound; they are active participants, shaping, modifying, and personalizing their auditory surroundings to suit their needs and activities.The results suggest that the challenge in designing soundscapes for shared indoor spaces involves striking a careful balance. This entails harmonizing individual and collective needs by creating the possibility of a Space in the Space within a collective auditory environment. This is achieved by adhering to individual preferences through offering personalization features and control to the sound users. When presented with options, users often want to customize them and tend to prefer sounds that not only mask unwanted noise but also provide a sense of comfort and pleasure. Their aim goes beyond simple utility, highlighting a pursuit of meaningful sound environments through sounds that are both functional and pleasant.
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